Lesson Plan

• Identify and differentiate the key elements of the main property offences (theft, robbery, burglary, criminal damage, fraud, handling stolen goods).
• Analyse leading case law to illustrate actus reus and mens rea for each offence.
• Apply the IRAC structure to answer exam‑style questions on property offences.
• Compare and contrast offences using the provided comparative table.

• Projector and screen
• PowerPoint slides summarising each offence
• Handout with the comparative table of offences
• Printed excerpts of key cases (Ghosh, Dawson, Collins, Turner)
• Student worksheets with scenario questions
• Whiteboard and markers

Begin with a brief news clip about a recent burglary to capture interest. Ask students what they already know about “theft” versus “robbery” and record ideas on the board. Explain that by the end of the lesson they will be able to list the essential elements of each major property offence and use those elements to answer exam questions.

1. Do‑now (5'): Quick Kahoot quiz on basic definitions of property offences.
2. Mini‑lecture (15'): Overview of the three categories of property offences and the statutory framework.
3. Case‑law deep dive (20'): In pairs, analyse R v Ghosh (theft) and R v Dawson (robbery); each pair presents the actus reus and mens rea.
4. Comparative table activity (15'): Students complete a partially‑filled table, highlighting the additional element that distinguishes each offence.
5. Application practice (15'): Individually answer an IRAC‑style scenario involving burglary and fraud.
6. Recap & check for understanding (5'): Whole‑class Q&A, clarify any lingering doubts.

Summarise the key distinctions between theft, robbery, burglary, criminal damage, fraud and handling stolen goods. For the exit ticket, ask each student to write one element that separates robbery from theft. Assign homework: complete a past‑paper question on burglary, applying the IRAC method.